Task 2: Managing Learning

CLO 3: Choose, justify and reflect on the selection of appropriate routines and explain practical aspects of their implementation.

 Reflect on how routines can impact classroom environment (pacing, preventive CRM, student engagement)
 Choose and justify the selection of appropriate routines (entering/leaving the class, transitions, submitting work, resource
distribution) in a range of contexts (ages, gender, class size, school context, class dynamics, parental support)
 Explain practical aspects of implementation (clear instructions consistency)

TASK DESCRIPTION
The task is made up of two activities:
Activity 1: Observing Classroom Routines and Procedures
Activity 2: Planning for/Developing Routines and Procedures
You are to complete BOTH Activity 1 AND Activity 2.

Activity One: Observing Classroom Routines and Procedures

Though there are many routines and procedures all over the school such as returning from assembly or walking in the hallways, this task
focuses on what happens inside of your classroom only.
During the first week of your teaching practice observe your MST and her/his classroom. Make a note of five (5) routines that you see
her/him use every day inside of the classroom. Fill in the table below to describe EACH routine; when and where it is used; and what is the
aim of the routine or the student behavior that it hopes to achieve.
 Name/Descripti Give the When and where the Aim of the routine How did/do the students learn about
on of the instructions routine is used? this routine?
routine. that the (what student behavior it How is the routine reinforced?
routine uses (e.g. at the end of the hopes to achieve)
school day etc.; or to (e.g. mentoring; classroom signs;
guide presentations after reminders by the teacher; use of peer
group work) interaction by the teacher to promote
such behavior etc.)

1
Repeat day of *Be attention Before starting the Find out and memories First step, teacher shows a video about
the week *Be silent lesson. weekdays. days of the week for almost one week,
*Look to the so the students memories the days.
board. Every morning the teacher reminds the
students about that, also it reinforce
the students to learn the days of week.

2
Exercise(energe *Stand up Before starting the *Activate memory. *At the beginning of the semester, the
tic) nicely lesson. *Be active. teacher did this brain gym in front of
(brain gym) *Take a big the class, so the students mimic the
birth teacher ,and then every morning the
*Start the students do that as routine.
exercise *Strengthening physical and mental
abilities.
*Help the students to be active and
self-confident.
3
Guided reading *Follow me to While the lesson Help the students become Teacher started with the students with
the table good reader and introduce showing some pictures about the
*sit quietly vocabulary. book, also she read in direct, and
*hold your sometimes gave activities that focus
book on thinking.
*start reading Students learn how the story read
easily and improve their vocabulary by
mark some new words.

4
English routine *Look to the After group work Help students work with *Students can learn spelling and
for spelling and video sounds within words and rhyme by listening to the teacher in
rhyme *Be silent enhance they reading skill. the classroom or teacher can record
*focus on the her reading, so they can listen any
spelling time.

*After the students finish the group

work, the teacher read for them a
story that include rhyme.

* It helps them notice and work with

the sounds within words.

*When the children listen to rhyme

song, they can create a mental
picture, expanding the imagination.
5
Shared reading *Sit on the During the class every *Helps students become Every Sunday the teacher read a big
every Sunday carpet Sunday. familiar with the elements book to the children, so children
*Be ready of poetry like rhyme and explore the joy of reading.
*Look and rhythm. *it develop a sense of community.
lesson to the *Also to provide children
teacher with an enjoyable *Children develop their understanding
experience. of phonics and gain more vocabulary.

6
Diagnostic *Bring your Every day before start *Allows a teacher to Every day the teacher check the words
routine book for the the lesson. determine student’s that given to the student and let, the
teacher individual strengths and students read them, then the teacher
*Start read weaknesses. assesses the students to check their
the words *Scaffold the students and knowledge.
moving them from low level *Help the student to enhance their
to high level. reading skill.
*Improve they reading skill.
Activity Two: Planning for/Developing Routines and Procedures
Plan the routines for one of your classes. The activity expects that you will teach the class. It
may be a class that you teach for an observation by your MST/MCT or just a practice class that
you teach with the permission of your MST. The lesson can be incorporated as one of your
formal observations if your MST/MCT decides. In order to complete the activity you are
required (whether the lesson is one of your formal observations or not) to fill in and submit the
planning sheet below.
Before you begin to complete the table talk a little bit about the class/lesson in which this plan
for routines is to be used. Include:

 Lesson objectives
 Main activities in the lesson
 Grouping of students during each main activity
 Behaviour expected during each activity (e.g. sharing resources; changing stations;
presenting)
 Where are the transitions in the lesson? What are they: (e.g. moving from plenary to
group work between main activity one and main activity two)

*The lesson will be about (ee) blend, the teacher going to explain the new concepts of
long vowel (ee), then she will teach the students how they differentiate (ee) between
other long vowels. The main activities in this lesson is a group working with the teacher,
which is for low level. The activity is a worksheet that the students should highlight the
words that have long (e) words, then they should read all the words that they highlight
them. Another sample of activity is for high students, which is about written sentences
using connecting words, such as but because and so. Finally, activity for the average
level, which is about (e) sound and connecting words, students will make a full sentence
with small-laminated cards that include some sentences and some connecting words.
During each activity, students may make noise thus; the teacher has to prepare herself
to control the students. Moreover, maybe they solve the activity quickly, so the teacher
should have extra samples of activity. The transition will be turn off light for a video and
bell for moving from halaqa to their groups.
Class/Year
Learning Objective of the
routine/procedure
(what it hopes to achieve)
Anecdotal Evidence
(e.g. pictures of your class
during the routine; posters of
rules etc.)
Place in today’s class (when At the beginning of the lesson
will you perform the routine)
Importance to the smooth
functioning of today’s class
How well did this routine
work in today’s class
If you had to teach this class
over, how would you adjust
this routine and why
Routine
Showing video
Students will be ready for the
lesson and get some points to
guess the lesson.
Students can improve their
vocabulary skill by seeing the
form of words.
Students learn well and get
every point easily. Moreover,
make the classroom active and
not boring.
The students enjoyed and felt
happy, also understood the
lesson well.
I will try to do better as much as
I can and make the video longer
than today, because the
children like this way of teach
and feel happy, also enhance
some skills.
Routine
Diagnostic routine
Improve the reading skill.
Learn the meaning of each
word.
Before start the lesson
Students can learn the words
better and have to study
these words every day.
Students like this way and
always they compete with each
other.
I will assess them in a
deferent way; maybe I will
assess them on a white board
or other kind of material like
magnetic letters, so they can
make a word with that.
After the Task - Reflection
Choose 3 best practices you observed during your time in school. Reflect on these and
consider why you could implement these in a UAE primary classroom in the future. Explain
how these practices will affect student learning in a primary class.

During my training teaching I observed some practice that my MST did with the students, the
best one was diagnostic assessment, every morning before the teacher started the class she
assess the students some new words that she gave to them so some of them read, while the
other still need work with them. Second, a guided reading that it helps the students become a
good reader and introduce vocabulary. The teacher started with the students with showing
some pictures about the book, also she read indirect, and sometimes gave activities that focus
on thinking. Students learn how the story read easily and improve their vocabulary by mark
some new words. The last best practice has shared a reading that helps students become
familiar with the elements of poetry like rhyme and rhythm. Every Sunday the teacher read a
big book to the children, so children explore the joy of reading and Children can develop their
understanding of phonics and gain more vocabulary.
I think I will use these kinds of practice in the future when I become a teacher because I saw the
effects of these kinds of practice and how the children develop their reading skills by that.